Students’ Perception toward Teaching Strategies of Native and Nonnative English-Speaking Teachers: A Case Study in Indonesia

Abstract

This study aimed to investigate the students’ insights toward native English-speaking teachers’ (NESTs) and nonnative English-speaking teachers’ (NNEST) teaching strategies and to examine the reasons for their insights. Fifty-eight English students, 30 females, and 20 males, with prior experience of learning from both NESTs and NNESTs in East Java, Indonesia, participated in the study. They were purposively selected. A set of questionnaires was used to elicit quantitative data on students’ perceptions and focus group discussion was used to elicit qualitative data on the underlying reasons for their perceptions. Quantitative data were analyzed with descriptive and inferential statistics, whereas qualitative data were analyzed based on themes. The finding revealed that the students perceived NESTs slightly better than NNESTs, with a grand mean of 9.92 and 3.74. Another finding indicates that the perception percentage for NESTs is 75%, while NNESTs achieved 63.8%. However, when the grand means of both groups are tested statistically using a correlated sample t-test, it reveals that there is no significant mean difference ( $p<0.05$ ). This means that the mean difference of 3.92 and 3.74 occurred by chance only, and it is not considered different statistically. This suggests that the students perceived NESTs and NNESTs the same. The qualitative data were classified into six themes: explanation, class interaction, teaching strategy, improvization, and ideal teachers. The data indicated that students have more or less similar reasons for these themes. Eventually, the results of qualitative and quantitative data analysis suggest that NESTs and NNESTs are not two distinct groups, one necessarily better or more qualified to be teachers than the other.